Exam 2 Questions Flashcards
Freud’s Explanation of Attachment
Biological drives; satisfaction of physiological needs
Bowlby’s Explanation of Attachment (Ethological)
Warm Intimate relationship with attached figure (parent, etc)
lack thereof could lead to issues in social-emotional development
Expanded upon by Hrlows wire VS cloth mother Experiment
What is attachment?
Emotional bonds that children form with their caregiver at about 7 - 9 months
Bowlby Phases of Attachment
- Pre attachment
Crying or smiling to yield psychological needs from caretaker
- Attachment-in-the-making
Preference for familiar people
- Clear-cut attachment
Secure base
Separation anxiety
- Reciprocal relationship phase
interaction and communication
Interconnectivity
Intersubjectivity
Intersubjectivity is the shared, reciprocal, experience between the parent and child whereby the experience of each is having an impact on the experience of the other.
Mirror Neurons
Specialized brain cells that fire when an individual sees or hears another perform an action, just as they would fire if the observing individual
were performing the same action.
Emotion
A feeling state that involves distinctive physiological reactions and cognitive evaluations and that motivates action.
Examples of Emotional Regulation
Pouting
Effects of maternal depression
Individualistic vs. collectivistic cultures
Maternal depression: Obstacle to intersubjectivity
Infant-caregiver interactions routinely disorganized and unresponsive to emotional interactions
Infants learn over time to disengage
Infant reaction less strong in still-face reaction
Bowlby Separation from Attachment
Children first become frantic with fear then experience despair and depression then become indifferent to other people (detachment)
Ainsworth Strange Situation
Strange Situation:
a laboratory procedure designed to assess children’s attachment
Rated :
the child’s use of their mother as a secure base for exploration,
the child’s reactions to being left alone with a stranger and then completely alone
the child’s response when they are reunited with their mother.
Secure attachment
Children play comfortably and react positively to stranger as long as mother is present.
become upset when mother leaves and are unlikely to be consoled by a stranger
calm down as soon as their mother reappears.
Avoidant attachment:
Children are indifferent to where mother is sitting
may or may not cry when mother leaves
as likely to be comforted by strangers as by mother,
indifferent when mother returns to the room.
Resistant attachment
children stay close to mother
appear anxious even when mother is near
become very upset when their mother leaves but are not comforted by her return
simultaneously seek renewed contact with their mother and resist their mother’s efforts to comfort them.
Disorganized attachment
lack a coherent method for dealing with stress.
may behave in seemingly contradictory ways (screaming for their mother but moving away when she approaches)
Primary intersubjectivity
Organized, reciprocal interaction between an infant and a caregiver, with the interaction itself as the focus.
Secondary Intersubjectivity
Form of interaction between infant and caregiver with communication and emotional sharing focused not just on the interaction but on the world beyond
Kiley and colleagues Morality Theory
Babies only gradually learn about right and wrong
Emotions such as empathy, shame, and guilt are gradually developed
Scola and colleagues Morality Theory
Humans have rudimentary moral sense from the start of life
Capacity for moral sense is deeply rooted in human species
Sense of Self
Developed around 6 months as baby becomes more capable and therefore more self reliant.
Development of self consciousness
Embarrassment, pride, shame, guilt, and envy emerge after 8 months with infants’ growing consciousness of self
Erikson Trust and Autonomy Stages
Basic trust versus mistrust
Warm and responsive parenting fosters development of trust
Unresponsive, insensitive, or disorganized parenting fosters mistrust of people and wariness of world
Autonomy versus shame
Parent-structured child environment that fosters success in early, self-initiated efforts at mastery and control builds child autonomy
Overly controlling parents that fail to create contexts in which child competence can be demonstrated foster sense of doubt and shame in a child
Cross-cultural research on attachment
Position 1: Attachment is universal (similar across cultures)
Position 2: attachment theory (epistemologically) is biased
Position 3: intersection. There are universal and culturally specific characteristics
Detachment
For Bowlby, the state of indifference toward others experienced by children who have been separated from their caregivers for an extended
time and have not formed new stable relationships
basic trust versus mistrust
For Erikson, the first stage of infancy, during which children either come to trust others as reliable and kind and to regard the world as safe
or come to mistrust others as insensitive and hurtful and to regard the world as unpredictable and threatening.
autonomy versus shame and doubt
For Erikson, the second stage of infancy, during which children develop a sense of themselves as competent to accomplish tasks or as not
competent.
Beginnings of a self-system
children’s increasing self-awareness;
growing sensitivity to adults’ standards of what is good;
new awareness of their own ability to live up to those standards;
ability to create plans of their own and judge them against adult standards;
strong desire to see that their plans are not thwarted by adults
Preoperational stage (Erikson)
Young children can represent reality to themselves through the use of symbols, including mental images, words, and gestures. Objects and events no longer have to be present to be thought about, but children often fail to distinguish their point of view from that of others; become easily captured by surface appearances; and are often confused about causal relations.
Piagetian Preoperational Stage
Transition stage between infant sensorimotor intelligence and fully operational intelligence in middle childhood
Characterized by inability to decenter thinking or think through consequences of actions
Centration
Young children’s tendency to focus on only one feature of an object to the exclusion of all other features
Greatest limitation to young children’s cognition (Piaget)
Decentration
Cognitive ability to pull away from focusing on just one feature of an object to consider multiple features
Egocentrism
Tendency to consider the world entirely in terms of one’s own point of view
Precausal reasoning
Young children’s reasoning does not follow the procedures of either deductive or inductive reasoning
Difficulty understanding cause and effect
Deductive reasoning
from general premises to particular cases
Inductive reasoning
from particular cases to general principles
Transductive reasoning
from one particular to another.
Elaborative style
A form of talking with children about new events or experiences that enhances children’s memories for those events and experiences.
The Domain of Psychology
Naïve psychology
Theory of mind
False-belief task
Naïve biology
Animate and inanimate objects
Important differences between living things often overlooked
EG: The cup and tube task where children expect the ball to fall from cup A to cup A
Theory of mind
A child’s coherent theory about how people’s beliefs, desires, and mental states combine to shape their actions.
Crayon Box Test: Assume crayons, actually candles
False-belief task
A research technique used in theory of mind studies in which children must infer that another person does not possess knowledge that they possess
Modularity theory
Explained in terms of distinct and separate mental modules
Theory theory
Young children have primitive theories about how the world works, which influence how children think about, and act within, specific domains
